EDUCATIONAL TECHNOLOGY I
(FOR IM 2)
S1: VICENTE, Hannah Ghail V.
S2: VICENTE, Noemi C.
S3: VILLAREAL, Jell H.
S4: YANG-ED, Genesis Joy B.
SCHEDULE: 4:00-5:00 MWF
INSTRUCTIONAL MATERIALS:
1) Recordings
2) Tapes/CDs
3) Radio programs
4) MTV
INTRODUCTION OF IM
Audio can be used in numerous academic contexts, from
music and language instruction to archival recordings of
lectures. Using Audio Visual Aid, you can help your
students develop their listening skills, learn to listen for the
main ideas and draw conclusion from what they heard.
There are a few potential pitfalls to keep in mind. First,
because students are listening at their convenience, their
ability to ask questions or participate in discussion is
limited; faculty may want to offer an online space or
designate a portion of class time for this purpose. Second,
the visual cues that may accompany in-person delivery are
generally lost, unless special efforts are made to capture
and synchronize them with the audio track. Third, many
faculty fear that providing content online may limit
students' attendance in class, but we have found that this
is generally not the case, as have others.
ADVANTAGES OF IM
1. (FOR IM 1)
- reduce the students distractions
- less need for repeating of instruction and fewer
reminders are needed
2. (FOR IM 2)
- provide proper emphasize and intonation
- allows students to learn at their own pace, with instant
playback, rewind and pause
3. (FOR IM 3)
- high quality educational programming can be delivered
to highly diversified audiences located across broad
geographical areas
- it transcends literacy barriers and yet is credible, because
it addresses the single listener personally
4. (FOR IM 4)
- helps to develop creative, imaginative students who
have varied interest and deep appreciation of the lesson
- permanent and reusable
LIMITATIONS OF IM
1. (FOR IM 1)
- Follow a fixed sequence.
- some lectures attendance number is very large which
means that not all students will have the chance to ask
questions
2.
- slower to access than the hard disk
- finding and restoring individual documents can be a long,
slow and cumbersome process
3. (FOR IM 3)
- reception can be poor in some areas and it is sometimes
necessary to broadcast on more than one station in order to
achieve national coverage
- most broadcasters charge for airtime these days regardless
of the fact that it is for educational purposes
4. (FOR IM 4)
- may require a darkened room
- difficult to manipulate
GUIDELINES/CRITERIA FOR THE SELECTION OF IM
1. (FOR IM 1)
-the recordings should be clear and free of static
2. (FOR IM 2)
-the format of files should be readable
3. (FOR IM 3)
-the content should suit the topic discussed by the teacher
4. (FOR IM 4)
-the presentation should be clear (volume, pitch, stype/phase
and background)
PLAN OF ACTIVITIES TO BE GIVEN TO THE CLASS
IM 1: a recording that discusses the lesson will be shared to
the class
IM 2: the recording will be burned in a CD
IM 3: a clip of an educational radio program will be shared to
the class
IM 4: a song will be played and the class will interpret it using
the given criteria
ASSESSMENT
The students should be able to make their own recording of a
song or a short discussion of a lesson, burn it in a CD and be
presented to the class.
REFERENCES
Beukes, J.R. (2006). Using Radio in Innovative ways to support
ODL Learners in Namibia: Opportunities, Challenges and
Achievements. Commonwealth of Learning and the Caribbean
Consortium. DOI: http://www.bibme.org/citation-
guide/apa/journal-article/
Mondal, P. (2008). The use of audio visual aids in teaching.
Audio visual aids in teaching.
Fred Percival, H. E. (2003). A hand Book of Educatio
Flanagan, A. (2013). When the world first met the
LP,Cassettes, CD and other physical formats.
Retrieved from CCNMTL, 2009. Using audio as a teaching
tool, CCHTML.Columbia.edu
Team, D. L. (2014). Using audio for and video for educational
purposes. Deakin University.
www.deakin.edu.aul_data/assets/pdf.
Morehead, H. (1955). Television and Learning. Television and
Learning, 167-171.